Research in English and Education (READ), 7 (2), 74-84, June 2022

E-ISSN 2528-746X

The Effectiveness of Using Picture Books to Strengthen Students’ Performance

in Reading Comprehension

Putri Ratna Sari *1and Dohra Fitrisia1

1Universitas Syiah Kuala, Banda Aceh

*Corresponding author: putrirasa26@gmail.com

Abstract

This research is a library study that analyzes how the use of picture books can
improve students’ reading ability based on some experts and previous studies. This
study focuses on the theory by Honig, Diamond, and Gutlohn (2008) that can be
categorized into three activities, which are initial steps, main activities’ steps, and
post activities steps. Data collection is done using discourse investigation technique
on text books, articles, journals, research papers and other data sources of high
relevance. There are 5 sources in this study, those sources are: Dameiyanti (2019),
Laraswati (2018), Jusmini (2017), Roslina (2017), and Subekti (2014). Here, the
researcher perform the analyses by reading comprehensively to acquire an
understanding of the important data from all sources. The researcher analyses to
find similarities or relationships between one source and the other. Afterwards, the
researcher paraphrases and breaks down the statements to obtain valuable
information. Findings from the data selected are explained and summarized by
including the name of the researcher, methodology, text type, students’ background,
field of study, instruction procedure, learning outcomes, advantages and
disadvantages of the technique. The results of the analysis of all the sources show
that the use of picture book can improve students’ reading capability.

Key Words : Picture Books, Reading, Students’ Performance.

1. INTRODUCTION
Reading is regarded as an important one among four skills to support
communicative competence. Reading skills is the key to be successful because
through reading people can develop new knowledge, get information from texts,
increase ability, enjoy literature, and grow their experience. According to a world-
class survey, George (2008) states that PISA (Program for International Student
Assessment) research shows Indonesia has a low literacy rate compared to other
countries in the world. This is the result of research on 72 countries. The
respondents were school children aged 15 years, with a total of around 540
children.
The researcher conducted a preliminary study to obtain data about

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The Effectiveness of Using Picture Books to Strengthen Students’ Performance in Reading Comprehension
by Putri Ratna Sari and Dohra Fitrisia

students' reading deficiency, This is a poor reading comprehension phenomenon,

so the researcher seek appropriate strategies or media to improve their students'
reading comprehension. Brown (2004, p. 180) points out that the use of different
media gives learners the opportunity to learn more, learn better, and improve the
performance of their expected skills. doing. Many types of educational media can be
used to convey lessons, one of which is with a picture.
Picture books are typically for children, where illustrations are as important
or more important as words in telling a story. In the picture book, there is an
illustration on each page of Kennedy (2019) or on one page of each page pair.
Picture books convey a message with illustrations and sentences. It means that
picture book is one of the simple media learning for students. This idea is
supported by the fact that reading is now a part of everyday life.
Reading is inseparable from our daily lives. For example, people read different
types of documents, such as newspapers, magazines, and novels. Reading can give
people a lot of information and knowledge. Readers who understand what he has
read can answer questions about it. It means that understanding something is the
primary goal of reading. Reading is not an easy task, as reading is the activity of
reading, understanding, and getting information from the text. Many students have
difficulty understanding English texts, so more attention should be paid to their
reading comprehension.
According to Walsh (2006), visual images interact differently with readers
and text because of the use of images and the way images work with words.
Pictures are different from the words we read chronologically and syntactically.
The relevant steps that occur in both image reading and word reading are
prediction, schema or repertoire initiation, and multi-context signaling. Readers
look for and visualize plots while presenting background information about the
world and information about the genre of the story, whether provided in images or
words. The reader also responds to the interpersonal implications of the text. The
purpose of reading a visual image is to draw the reader into the story at several
different levels.
Based on the five previous studies from Dameiyanti (2019), Laraswati
(2018), Jusmini (2017), Roslina (2017), and Subekti (2014), The result of the study
shows that picture becomes effective media in teaching reading procedure text. It
can be seen from data gotten after the holding of pre-test and post-test. Based on
the data, the score which is gained by the experiment class students have more
scores than the controlled class students.

2. LITERATURE REVIEW
2.1 Picture Book
According to Hurst (1997), picture books have an important role in every
classroom. The wonderful combination of a visual and textual story that picture
books offer is a valuable literary experience. Well known as Dr. Seuss Geisel. Sousse
is a well-known American picture book writer and illustrator who published 46
children's books. Dr. Seuss offers a variety of compelling stories that you can use to
tackle a wide range of social skills while improving your reading skills. Wolf &
Baker (2012, p.172). Research on the use of picture books in junior high school
reading classes is still inadequate, based on observations on the subject from
online journals, books and articles.
To improve students' reading comprehension and reading comprehension,

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researchers used picture books as a visual media. The purpose of using media is to
facilitate communication and learning. Lado (2014), on the other hand, discovered
that picture books convey meaning through first-hand experience with text and
visual media. Picture books have been used as a medium for junior high school
students to learn to understand story texts and stories. According to Moreillon
(2007), teachers can maximize the richness and sophistication of picture book
illustrations by focusing on the visual information and aesthetic experiences
contained in the picture book. Here are the examples of how a picture book looks
like:

Figure 2.1 Picture books

According to Walsh (2006), visual images interact differently with readers and
text because of the use of images and the way images work with words. This picture
is different from the words read in chronological order or syntactically. The relevant
steps that occur in both image reading and word reading are prediction, schema or
repertoire initiation, and multi-context signaling. Readers look for and visualize
plots while presenting background information about the world and information
about the genre of the story, whether provided in images or words. The reader also
responds to the interpersonal implications of the text. The purpose of reading a
visual image is to draw the reader into the story at several different levels.
2.2 About Literature
Harmer (2001, p. 134) states that images are one of a variety of teaching
materials used to explain the semantic structure of a language, to draw learners
into a topic, or as the basis for an overall activity. I am. It can be used as a solution
to improve students' ability to read content. Lee (2015) states that students like

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picture books and feel that their English skills have improved, especially in terms of
motivation and self-confidence. Using picture books of imaginative characters, such
as comics, is more efficient in teaching reading than using common texts and
images. Roozafzai (2012).
Brown (2004, p.180) states that using a variety of media will increase the
opportunities that learners will remember better what they learn in developing
expected skill performance fix. According to Paivio (2001, p. 34), “The main
concept of DCT is that the cognition in reading and writing consists of two separate
coding systems of mental representation that support each other; one system
specialized for language and one system specialized for dealing with non-verbal
objects and events”.
There are nine steps to reading the narrative activity identified by Honig et al.
(2008) t can be divided into three activities: the initial stage, the main activity
stage, and the post-activity stage. The first step to read the narrative activity by
Honig et al. (2008) falls into three categories. Students pay attention to teacher
modeling of the types of questions that readers need to ask when reading, students
pay attention to teacher modeling of questions that can promote a deeper
understanding, and students have relevant previous experiences. Tie together.
Another story under the guidance of the teacher.
The first step in reading a story activity is to pay attention to the teacher
modeling of the types of questions that students need to ask themselves before
they start reading. According to Wood et al. (1995) This step involves asking the
reader a question while reading the text. By asking the right questions, the reader
can highlight the most important information in the text. The second and first step
in reading the story activity is to instruct the teacher to ask some questions that
will help the student better understand the story. Like Wood et al. (1995) The
reader's ability to ask relevant questions when they read has been found to be
important in helping them integrate information, find key ideas, and retain
information.
The final first step in reading the story's activities is for students to share
background knowledge and experiences related to the story. Anderson and
Pearson (1984) point out that this step requires readers to trigger background
knowledge and use that information to help them understand what they are
reading. Background knowledge comes from experience, along with ideas on how
text works, such as word identification, meaning, and text structure. The steps of
the principle sports in coaching analyzing are added into 4 steps primarily based
totally on Honig et al. (2008). The steps are: Students create intellectual
photographs as they examine with the assist of instance and teacher`s specific
coaching, college students make predictions primarily based totally on earlier
understanding or tale shape with the assist of the teacher, college students study
the illustrations to useful resource comprehension with the commands from the
teacher, and college students use context to determine out tough phrases with
steerage from the teacher.
The second stage of the main activity is for the student to predict what will
happen next in the story under the guidance of the teacher. According to Gillet and
Temple (1994), this step includes the ability of the reader to give meaning to the
text by making familiar predictions. The third step in the main activity of the
storytelling activity is to instruct the teacher to look at the pictures and characters
and better understand the story. As Matulka (2008) points out, the images in the

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story associate the reader with the illustration and generate the conclusion of the
image. Next, the story and the image work together to move the story forward.
The final main activity step in a reading activity is to look at the context when a
student finds a difficult word and understand the story under the guidance of a
teacher. The author of the book does not consistently provide a complete
description of information about characters, events, or settings. However, it often
provides clues that readers can use to draw conclusions in combination with other
information and background knowledge in the text. According to Honig et al.
(2008) Post-reading storytelling activities include discussing, summarizing, and
retelling stories in joint discussions.
Ediger (2000) discusses several ways in which learners can be assisted in
improving their positive attitude toward reading behavior, including discussing the
unique themes of the text and sharing ideas gathered from the content they read. I
am proposing. This step involves the reader's ability to combine the information in
the text to explain in their own words what the story is. Summarizing is very
important as it helps the reader to quickly recall the story. Make the reader more
aware of the text structure of the story and important information, and explain to
the reader how the terminology of the story is related. The result proposed that
picture book has important roles in helping students learn reading a narrative. It
shows with more than 50% of responses of the students were positive. The
statement from previous studies proves that picture books can be used as a
medium for reading learning to solve students' problems in reading
comprehension skills.

3. METHODS
In this study, the researcher used library research as the method of this
research. Zed (2004) says that library research is a series of activities related to the
method of collecting library data, journals, books, articles, reading, taking notes,
and processing the research materials. The procedure provided by George (2008)
was used in this research paper to answer the questions in the above research. This
includes the processes of identifying data from relevant literature sources, locating
data, retrieving data, analyzing data, and embedding data in data. Research
presentation. Harahap (2014, p. 68) also supports this idea, and library studies
consist of books, encyclopedias, dictionaries, articles, files, and journals, where all
the data used for complete analysis consists of books, encyclopedias, dictionaries,
articles, files, and journals. It states that it is a study obtained from the collection.
Therefore, this method of study encourages researchers to find information from
relevant sources.
According to George (2008), the library survey consists of nine phases. (1)
general topic selection, (2) imagination activation, (3) highlighting one or more
survey questions as a result of brainstorming on the topic, (4) research plan or
strategy Creation, (5) Reference tool reference and database search, (6) Source
identification and procurement, (7) Source evaluation in the light of survey
questions, (8) Reflective insight experience, (9) ) Create a dissertation statement
based on your insights. This survey uses library sources to obtain survey data. For
data collection, the analysis is based on literature research. In this study,
researchers included a collection of several textbooks, journals, articles, virtual
resources, and Internet access.
The procedure provided by George (2008) was used in this research paper to

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answer the questions in the above research. This includes the processes of
identifying data from relevant literature sources, locating data, retrieving data,
analyzing data, and embedding data in data. Research presentation. Harahap
(2014, p. 68) also supports this idea, and library studies consist of books,
encyclopedias, dictionaries, articles, files, and journals, where all the data used for
complete analysis consists of books, encyclopedias, dictionaries, articles, files, and
journals. It states that it is a study obtained from the collection. Therefore, this
method of study encourages researchers to find information from relevant sources.
Those sources are procedures of a picture book by Wright (1989), procedures of a
picture e book by Matulka (2008), The use of Picture Book to Improve Student's
Reading Skill by Dameiyanti et. al (2019), Improving Students’ Reading
Comprehension of Narrative Text using Picture Books as The Media by Laraswati
(2018), Using Picture Stories to Improve Students Reading Comprehension of The
First Year of Senior High School 1 Bungoro by Jusmini (2017), The Effect of Using
Picture Books on Students’ Reading Comprehension by Roslina (2017), The
Effectiveness of Using Picture in Teaching Reading of Procedure Text by Subekti
(2014). The data are collected in the form of statements or theories put forward in
publication theories related to teaching writing skills using picture books.
After conducting library research, researcher paraphrased and described the
theories stated in publication to provide valuable information. Next, explain and
summarize the results obtained from the selected data, with the researcher's name,
methodology, text type, student background, discipline, approach to educational
and learning processes, learning outcomes, and technological strengths.
Disadvantages. Gay and Airasian (2000:145) provide an explanation for that
instrumentation is a device or some thing this is used to gather the statistics. The
statistics gathering approach refers to how the manner the researcher collects the
statistics. The motive of the statistics gathering in accomplishing the studies is to
get the statistics this is wanted with the aid of using the researcher. As the method
of statistics collection, the statistics accrued. Therefore, the approach of this look at
acquired the researcher to discover data from applicable sources.
After collecting the data, the researcher analyzes the data. According to
Albers (2017), the purpose of data analysis is to uncover the patterns, trends, and
relevance that underlie the contextual context of a study. Ary & Razavieh (2006,
p.465) states that there are three activities for analyzing data in library studies.
These activities are as follows: Examine and explain the data, complete the data
analysis, and extract moral value. Here, researchers analyzed through detailed
reading to understand important data. Researchers then examine and explain the
data to determine which data is more important when learning to read in a picture
book. After the researcher writes the data, the researcher completes the data
analysis and answers the specified research question. The results of the discussions
in this study are explained to understand how this technique works well to
improve reading comprehension based on previous theories and studies. The
results of the study are discussed in the form of explanations and discussions.
Here, the researchers analyzed through detailed reading to understand the
important data. Researchers then examine and explain the data to determine which
data is more important when learning to read in a picture book. After the
researcher writes the data, the researcher completes the data analysis and answers
the specified research question. The results of the discussions in this study are
explained to understand how this technique works well to improve reading

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comprehension based on previous theories and studies. The results of the study are
discussed in the form of explanations and discussions.

4. RESULT AND DISCUSSION

4.1 Results
Research by Dameiyanti et al. (2019) with the title “The Use of Picture Book
to Improve Students’ Reading Skill at MTS Ma’ruf NU” This school was chosen
based on the experience of researchers. Most of the second year students in this
school had poor reading comprehension and teachers had not yet used the skills in
their classes. lternative learning for students. The purpose of this study was to
investigate whether using picture books in English classes would improve the
reading comprehension of MTU Ma'arifNU sophomores. The study design for this
study was Classroom Action Research (CAR), which was conducted in a cycle of
four meetings. Researchers were limited to second-year MTs Ma'arif NU students
consisting of 34 students.
This study was conducted in a four-step cycle, as shown in 1) planning, 2)
implementation, 3) observation, and 4). The plan is carried out taking into account
the analysis and results that form the preliminary investigation (reconnaissance).
Researchers plan everything related to action research, including success criteria,
tools, lesson plans, materials, and media. In a preliminary study, researchers
observed teacher class and student results, confirmed that students had poor
reading comprehension, and identified problems with student reading
comprehension. Researchers have found that students have a relatively low
average score.
Research by Laraswati (2018) with the title “Improving Students’ Reading
Comprehension of Narrative Text Using Picture Books as a Media” This study
improves students' reading comprehension of story texts, especially in recognizing
word meanings, identifying narrative elements, and encouraging students to
become more interested in reading story texts. Was aimed at. According to Kemmis
and McTaggart, quoted in Burns (2010), action research in the classroom is
implemented in processes that include planning, execution, observation, and
reflection. The author uses observation techniques to observe student behavior in
response to processes, teacher behavior, and teaching and learning processes,
using observation checklists and field notes constructed based on lesson plans. did.
Interviews are a data collection technique for collecting qualitative data.
The results of their research show that in the first cycle, most students still
identify narrative elements such as character conflicts, how characters resolve
conflicts, plots, endings, and moral lessons. In retrospect, we will identify the main
ideas and themes of the story. In the second cycle, the teacher asks the student to
learn the meaning of the word through pictures as a visual clue, and the vocabulary
uses contextual cues from other well-known words related to the target word.
Through. Students were encouraged to use the illustrations to identify the details
of the elements of the story. Many students were excited to predict and confirm the
story by examining the pictures and reading the text.
Roslina's (2017) with the title “The Effect of Picture Story Books on Students’
Reading Comprehension” The researchers applied an experimental study that
included two groups, an experimental group and a control group. Both followed
pre-test and post-test. The reading comprehension of the two students has
improved significantly. In the pretest, the mean score for the experimental group

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was 61.8 and the mean score for the control group was 46.4. This means that the
control and experimental groups showed a significant difference in previous
performance. Questionnaire and interview data consistent with Paivo (2006) show
that in dual coding theory, words and images have different cognitive expressions,
language and imaging systems, and when these two systems work together,
comprehension is a great feature.
The results of these three studies show that when pictures are presented with
the main part of the reading text, student performance improves. hese
accompanying images promoted student performance not only in simple texts, but
also in more difficult-to-read texts. In this study, the images were non-verbal and
could not be stored in the linguistic system. However, they are stored in the image
system and associated with each text description from the language system. Dual
coding answers why photos make reading comprehension easier for students.
Presenting the photo will help the student understand the meaning of the text and
will make the student treated in the photo more active.
The last previous study in this chapter was conducted by Subekti (2014) “The
Effectiveness of Using Pictures in Teaching Reading of Procedure Text” The
purpose of this study is to find out if using picture is effective in learning to read
procedural texts. The results of the study show this after running pre-test and post-
test. The score (410) obtained by the students in the experimental class is higher
than the score (325) obtained by the students in the control class. The results also
show that the ttest score is 4.53, while the ttable value is 2.005 with a significance
of 5%. In summary, teaching how to read procedural texts using picture is more
effective than not using pictures.
4.2 Discussion
Based on the results of the five studies from Dameiyanti (2019), Laraswati
(2018), Jusmini (2017), Roslina (2017), and Subekti (2014), hey claim that picture
books have a significant impact on students' understanding of reading
comprehension, as evidenced by calculating their final grades. According to the test
results of Dameiyaanti (2019) and Laraswati (2018), they use calculations to show
that the student's score increased in each cycle. Students pass a standardized
reading score. Students who use picture books achieve higher final grades than
students in the control class. A final calculation by two researchers to demonstrate
the effectiveness of a particular strategy revealed that the tcount value was above
the significance level of the table test.
Consistent with Dameiyanti (2019) and Laraswati (2018), studies by Jusmini
(2017) and Rosslina (2017) show that Tcount values are higher than the
significance level of the t-test. The test results also showed that the use of pictorial
stories to teach reading comprehension effectively improved students' reading
skills, as the test was higher than the test. In this study, researchers found that low-
level student motivation was promoted. In terms of its effect on aspects of reading
comprehension, Jusmini (2017) stated that in reading activity, students' brain is
active to analyze and to compare the visualization of the pictures and the text. If
they are error on the text’s linguistic input as well as their poor vocabulary and
structure pattern which may lead them in difficulty reading time. Here, the
students' difficulties stated that language input will be facilitated by presenting
pictures. In this research, the researcher finds that the lower-level students are
being encouraged their motivation.
Researchers have made some efforts to support the application of picture

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books. For example, each student was asked to show examples of common
structures such as (orientation, complexity, solution) at each meeting on topics in
the absence of a teacher. In this way, it helps students improve their reading skills.
Based on the above discussions and achievements, you can see how picture books
can improve students' reading comprehension if they teach reading using picture
books correctly under the guidance of experts such as Albers (2017). From various
previous studies that have been done, it can be concluded that picture books are
effective for elementary and junior high school level. Retnowati et.al (2018, p.95)
states, tells the story book can effectively improve the reading skills of children
aged 5-6 years. One of the principles that are applied instituted early childhood
education is to learn while playing, or play while learning and learning must be fun
and innovation, and tailored to the child's developmental level.
Based on the results of this study, which showed that students scored much
higher after treatment in an experimental picture story class. The use of picture
stories in teaching reading comprehension has certainly been beneficial in
improving students' reading comprehension. The use of picture stories was the
most appropriate learning strategy or method, and the experimental group was
more capable, as teachers could provide interesting material using picture
comparing the post-test results of the experimental and control groups. That of the
control group. This means that the treatment of the use of picture stories was
successful in the experimental group. It was also recognized that learners' interest
in learning English was increasing, especially through the introduction of picture
books, demonstrating that this strategy and method influences the motivation to
learn English comfortably.

5. CONCLUSION AND SUGGESTIONS

As a result of analyzing the above findings and theoretical data, we can draw
the following conclusions. Picture books can improve the reading comprehension
of students from elementary school to junior high school. This can be seen in each
result using the picture book, and since the students have to work in groups at each
step, at the picture book steps the students can ask the teacher what they do not
understand. This picture book story method makes it easier and more enjoyable for
students to read in English. In conclusion, using picture books has improved
students' reading comprehension. Most students also agreed that learning from
picture books would help them understand the moral value of the story. Also,
elements that help students learn English in reading, such as pictures and
imaginary characters, make connections by helping teachers perform reading
activities and helping students understand information about reading activities.
Was thought to have been. Data collected in this survey.
For English Teacher, English teachers are suggested to apply effective reading
instruction to improve students' reading comprehension and motivation to learn
English. The use of picture books has been proven by several researchers to
improve students' reading skills. Rural teachers without the internet can create
their own picture books from pictures taken with digital cameras and mobile
phones, or use pictures and pictures drawn by experienced teachers and students.
Teachers can also adapt local cultural stories to enrich their content and introduce
local cultural stories.

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